¹H NMR Spectroscopy Guided-Inquiry Activity Using the NMR Spectrometer: Incorporating Student-Generated Videos to Assess Learning

Abstract

A 2-week hands-on activity is described in which introductory organic chemistry students prepare, obtain, and analyze 1H NMR spectra of known organic compounds to draw conclusions on multiplicity, integration, and chemical shift. Students performed well on instructor-designed worksheets to develop chemical shift correlation graphs based on their findings. While exam scores remain an assessment, this activity includes student-generated videos about 1H NMR spectroscopy as an equitable evaluation of student learning. The videos contained accurate information and allowed students to utilize a familiar approach, the recording devices on their cell phones and computers, to present information. Student responses to this activity were favorable. This is an attractive approach for students that augments knowledge of 1H NMR spectroscopy with traditional lecture and laboratory experiments.

Digital Tool for the Analysis of UV–Vis Spectra of Olive Oils and Educational Activities with High School and Undergraduate Students

“…In the scientific literature about chemical education at high school and at first-year undergraduate educational levels, several papers and reviews − have been published reporting spectroscopic experiments with hands-on spectroscopes, colorimeters, and other spectroscopic instruments to enhance student learning of basic concepts of physical chemistry and analytical chemistry. Most of these educational-designed research activities deal with UV–vis absorption and/or emission spectroscopy, except for a few reported detailed experiences on how to introduce the following to beginners: infrared (IR), , nuclear magnetic resonance (NMR), , and Raman spectroscopic techniques.…”

“…In the scientific literature about chemical education at high school and at first-year undergraduate educational levels, several papers and reviews − have been published reporting spectroscopic experiments with hands-on spectroscopes, colorimeters, and other spectroscopic instruments to enhance student learning of basic concepts of physical chemistry and analytical chemistry. Most of these educational-designed research activities deal with UV–vis absorption and/or emission spectroscopy, except for a few reported detailed experiences on how to introduce the following to beginners: infrared (IR), , nuclear magnetic resonance (NMR), , and Raman spectroscopic techniques. UV–vis spectroscopy is the most accessible to high school students with respect to other spectroscopies for several reasons: (i) they already experience visible light in everyday life; (ii) basic principles of light and optical phenomena, such as reflection and refraction ones, can be explained without referring to complex scientific concepts and mathematical tools; (iii) there are lots of applications of UV–vis spectroscopy that are included in the chemistry curriculum and analytical chemistry courses. , However, there is still evidence of difficulties and misconceptions encountered by students when dealing with UV–vis spectroscopy due to abstract and theoretical explanations used by teachers, on one side, and to the lack of practical/laboratory activities, on the other side. ,, This last aspect is also related to the fact that traditional spectroscopic instruments may be absent in high schools or their use is limited or denied to students due to their cost.…”

Proof of Concept for a Thin-Layer Chromatography Digital Badge Assignment Within a Laboratory Practical Exam for a Nonchemistry Majors’ Organic Chemistry Lab

“…Instructors have explored ways to incorporate student-generated videos as part of either the learning process or an assessment of learning in laboratory courses. − Digital badges are one way for students to demonstrate their conceptual learning and competence with a technical, manipulative skill. − Digital badges can require students to record themselves performing a technique so that they can demonstrate their skills and understanding. This record then provides evidence that the student earned the badge, which is awarded digitally. ,, While digital badges are not intended to replace traditional assessments, they have the potential to serve as a complementary credentialing system that “represent a judgment by an organization or individual regarding a person’s experiences, abilities, knowledge and qualifications” (p. 2) .…”

1H NMR Spectrum: A Team-Based Tabletop Game for Molecular Structure Elucidation

“…Many approaches to aid students in learning to solve NMR spectra problems have been published, including laboratory activities, repositories of practice problems, and collaborative learning activities. ,− These learning aids are useful to supplement teaching on NMR spectroscopy, a topic that many students find challenging; however, many of these aids lack mechanisms to allow students to review and study NMR concepts multiple times. Engaging in multiple rounds of practice can help students become proficient at determining structures from spectra once they have grasped the fundamental concepts of NMR spectroscopy.…”